Academic literature on the topic 'Geography Syllabus'
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Journal articles on the topic "Geography Syllabus"
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Konečnik Kotnik, Eva, Mojca Ilc Klun, Tatjana Resnik Planinc, and Karmen Kolnik. "What kind of syllabus do Slovenian geography teachers in primary school want?" Dela, no. 50 (March 6, 2019): 45–80. http://dx.doi.org/10.4312/dela.50.45-80.
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The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondents about the basic conceptual orientation of the syllabus for primary school, as well as about its foundation and scope. The respondents evaluated the adequacy of the existing elements of the syllabus and provided suggestions for supplementing/transforming it. The 122 respondents evaluated the existing concept of the geography syllabus for primary school as good, but at the same time, they expressed a wish for a more issue-oriented syllabus. The majority favours a more general and, above all, shorter syllabus for geography lessons in primary school, accompanied by a handbook on how to execute it. A crucial message is that any modernisation of the syllabus should be undertaken in a timely and systematic manner, with sufficient participation of all stakeholders.
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Perry, A. H. "WEATHER IN G.C.S.E. GEOGRAPHY SYLLABUS." Weather 42, no. 3 (March 1987): 91. http://dx.doi.org/10.1002/j.1477-8696.1987.tb06932.x.
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ALAM, SARFARAZ. "Geography Syllabus in the Secondary Schools of India: Issues and Challenges." Romanian Review of Geographical Education 9, no. 2 (November 14, 2020): 46–66. http://dx.doi.org/10.23741/rrge220203.
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Constructi ng the syllabus of a school subject coul d be a highly contested exercise given the fact that it must cater for the concerns of competing stakeholders and pressures to incorporate all possible aspects of that discipline. For geography, whose field of study is extremely vast, and its nature is not clearly defined, developing its syllabus is particularly challenging. This paper discusses some key issues concerning the status of the geography syllabus in the secondary schools in India. The central theme of t he paper is built on the study of documenta ry sources, research works, as well as on the survey of schoolteachers and geography experts from some school boards. The paper concludes that the educational value of school geogr aphy can only be realized by inco rpo rating both physical an d human aspects of the Earth in the syllab
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Stirling, Susan. "A Geography Syllabus for the Next Millenium." New Zealand Journal of Geography 106, no. 1 (May 15, 2008): 12–16. http://dx.doi.org/10.1111/j.0028-8292.1998.tb00760.x.
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WISHART, JIM. "The New Form Seven Geography Syllabus: Some Comments." New Zealand Journal of Geography 87, no. 1 (May 15, 2008): 8–12. http://dx.doi.org/10.1111/j.0028-8292.1989.tb00409.x.
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Stoltman, Joseph P. "Major papers designing a geography syllabus: Researching the process." International Research in Geographical and Environmental Education 1, no. 1 (August 1992): 3–13. http://dx.doi.org/10.1080/10382046.1992.9964876.
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Phiri, Timothy Kamuzu. "Relevance of Education for Sustainable Development to Zambian High School Geography: A Survey of High Schools in Lusaka City." Journal of Law and Social Sciences 1, no. 1 (March 31, 2012): 67–85. http://dx.doi.org/10.53974/unza.jlss.1.1.369.
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Geography is one of the subjects offered in all high schools in Zambia. At the time this
study was conducted in the year 2010, five years after the declaration of the Decade
of Education for Sustainable Development (ESD) (2005-2014), ESD had not yet been
incorporated at high school level. The study hence sought to determine the aspects
of Geography that were compatible with ESD to ascertain the attitude of high school
pupils towards Geography and determine ways in which the Geography syllabus
could be improved vis-à-vis the need for pupils to be empowered to thrive in their
local environments. A descriptive survey research design was used and information
was gathered through group discussions (for the pupils) and questionnaires (for the
pupils and Geography Heads of Section). The study found that ESD could make a
contribution to Geography in the areas of field projects, personal hygiene and health,
sexual education, intergenerational transmission of knowledge, use of indigenous
knowledge and localisation of the Geography syllabus. The study found that though
pupils were interested in Geography as reflected by their general good performance in
examinations, nonetheless negative attitudes existed towards Geography because of
its detachment from pupils’ personal environments, excessive use of teacher-centred
methods and the bulky nature of the Geography syllabus.
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Bouwer. "Syllabus: City Stories." Africa Today 65, no. 4 (2019): 159. http://dx.doi.org/10.2979/africatoday.65.4.10.
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Holland, Peter. "A Revolutionary's Syllabus?" New Zealand Journal of Geography 106, no. 1 (May 15, 2008): 1–6. http://dx.doi.org/10.1111/j.0028-8292.1998.tb00757.x.
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Marsh, Colin J. "Implementation of a high school geography syllabus: issues and applications." Educational Research 27, no. 1 (February 1985): 30–39. http://dx.doi.org/10.1080/0013188850270105.
Full textDissertations / Theses on the topic "Geography Syllabus"
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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.
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Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.
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As a teacher of the New South Wales Higher School Certificate
Geography Syllabus in the 1970s, I became aware of problems of
interpretation and implementation of syllabus documents dealing
with models and theories of human aggregate behaviour. A positivistic
underpinning allowed explanation in human geography to employ
deductive - nomological methodology. This field study investigates
a defined literature of academic geography including journals,
and both secondary and tertiary documents to identify the extent
and quality of nomothetic and idiographic traditions from the
late 19th century to the mid 1970s.
The literature prior to the late 1950s revealed a dominant
regional tradition and idiographic methodology with an emphasis
on description of uniqueness of areal phenomena. But underlying
currents of a nomothetic nature, running parallel to this regionalidiographic
tradition,exerted a noticeable challenge to gain acceptance
in geographic circles. This kind of nomothetism was in the
form of environmental determinism which held that physical laws
operating in nature were also at work to shape and direct human
societies. Environmental determinism contained generalised assertions,
enjoyed some appeal, but lacked rigorous justification. Even
within regional frameworks, authors used environmentally induced
determinants to explain the unique character of regions. Not until
the 1930s did environmental determinism lose its appeal, after which
time the regional - idiographic tradition strengthened as an
explanatory mode of human behaviour.
Nomothetism emerged in the late 1950s in Australia in the
application of models and theories explaining human behaviour.
Normative theory was supported by an increased use of quantification
and by the growing preference for systematic studies in
geography. Neither mode of explanation exists at the total exclusion
of the other; so that while nomothetism enjoyed widespread
appeal in academic geography from the late 1950s, significant
challenges were mounted against it because of its inadequacies
as a mode of explaining human aggregate behaviour.
Nomothetic explanation in human geography can be seen at the
research level and in education circles. Many normative models
and theories found their way into senior geography courses to the
extent they promoted a systems approach. Teachers would have been
aware of normative theory in geography from their university
studies and teacher training courses during the late 1950s and
throughout the 1960s.
The tension between associated explanatory modes in systematic
and regional geography becomes apparent in the analysis of the
N.S.W. H.S.C. Geography Syllabus in which confusing statements
raise problems for teachers interpreting and implementing this
prescriptive document.
Given these tensions and problems of explanation in human
geography, the adoption of a critical rationalist viewpoint as
propounded by Karl Popper is suggested as a possible solution
for geography teachers when interpreting a syllabus such as that
of the N.S.W. H.S.C. Falsification rather than verification
should be the node of inquiry towards explanation of human aggregate
behaviour.
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Mphaphuli, Shonisani Eunice. "'A search for educational relevance' : an investigation into the teaching of the rural settlement component of the secondary school syllabus with special reference to Venda." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003645.
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School geography has been identified as the one subject which has the most potential to develop pupils' ability to identify with their community and with their environment. Through the development of a sense of place pupils are encouraged to become effective perceivers, users, appreciators, evaluators and developers of their environment (Catling 1987. This approach to the teaching of geography implies that the content and the teaching strategies need to be perceived as relevant. Relevance in this study is taken to incorporate not only the needs of the pupils and the community but also of the subject. The location of this study in Venda, an area which is predominantly rural in nature sought to emphasise the important role which rural settlement geography can play in aiding the development of these pupils' sense of place and social identity. The research therefore concentrated on the approaches and teaching strategies used in the teaching of rural settlement in Venda secondary schools. This was achieved through a survey which involved geography teachers and pupils in the Thohoyandou inspection area. The place of rural settlement in the current geography curriculum was established through an analysis of the relevant syllabuses, textbooks and senior certificate examination papers. This analysis was primarily undertaken to illuminate the extent to which rural settlement geography in the South African curriculum complies with accepted criteria for relevance. The study revealed that the teaching of rural settlement in Venda is textbook-related and teacher- directed with no attempt to capitalise upon the pupils' experience of their rural environment. This was largely ascribed to the constraints of the syllabus and the demands of the examination system. When allied to the problems teachers have concerning syllabus development, the validity and relevance of this aspect of the syllabus is reduced. More importantly, because the local environment is not perceived as having value in the teaching of geography, the Venda pupils' perception of the value of their environment is diminished.
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Zokka, Herman Kankara. "Presentation and representation of environmental problems and problem-solving methods and processes in the Grade 10 Geography syllabus: a Namibian case study." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021253.
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Environmental issues in Namibia are considered to be one of the major threats to the lives of the Namibian people (Namibia. Ministry of National Planning Commission [MNPC], 2004). This study explored problem solving as one of the teaching methods used in Grade 10 Geography syllabuses as a response to such environmental issues/risks. Geography provides learners with an understanding of the issues and risks in their world that need to be addressed in order to improve the quality of their lives and health of their environment. This study focused on how environmental problems and problem-solving methods are presented in the Namibian Grade 10 Geography syllabus and how these are represented and implemented through teacher intentionality and practice. The theoretical framework for this study was informed by two theories namely risk society and social constructivism. This study was conducted at three schools in the Rundu circuit in the Kavango region and one teacher was involved in the study at each school. This study was conducted within an interpretive research tradition and was qualitative in nature. The study used document analysis, focus group discussion and classroom observation as data generation methods. The findings of the study reveal that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. The findings also show that a limited variety of teaching methods were used in problem solving strategies. The study also found that problem solving was influenced by different constructivist learning principles. The study further found that limited numbers of problem-solving steps were used in the process of problem solving. The study concludes by calling for further research into problem solving strategies. This can be done to empower Geography teachers to use more complex problem solving strategies to deepen problem solving and to engage problems in more depth.
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Molin, Lena. "Rum, frirum och moral : En studie av skolgeografins innehållsval." Doctoral thesis, Uppsala universitet, Kulturgeografiska institutionen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6884.
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This thesis, Space, Curriculum Space and Morality, focuses on the two roles of the school, i.e. developing identities and transmitting knowledge. The latest curriculum reform commissions the teachers to transform the fundamental values of the curriculum to the separate subjects. The principal object of the school subjects is to contribute to the implementation of the curriculum goals, namely to educate and promote democratic citizens. Since the new course syllabi lack guidelines about subject content and method, the intention of this work it is to analyse in what way the teachers’ fill this curriculum space, which subject content the teachers choose in order to connect the curriculum goals to the course syllabi goals and, to the practical teaching of geography as a school subject. The understanding of the teachers’ choice of subject content is the overall aim of this thesis. The thesis can be placed within a curriculum theory tradition that regards education and its content as situated in a field of tension ultimately determined by social and political forces engaged in struggle. Within this tradition, an approach has been developed which examines the educational content of the school subjects as contingent. A curriculum historical analysis – supplemented by a text analysis of textbooks, a number of observations (81) of geography lessons in upper secondary school and the following qualitative interviews with geography teachers – shows that the teachers’ choice of content can be understood and explained by the strong selective traditions which have formed within the subject during 150 years. These selective traditions together form a school subject discourse which implies that the moral dimension is lost as the subject content is characterized by an essentialistic approach. The consequences of the findings can be discussed in relation to what content is excluded in the school geography education. Some examples are a gender perspective, issues regarding equality, ethnicity, solidarity, social justice and sustainable development. The issues that the school geography excludes contain ethical and moral considerations. If these issues were presented, they would relate to the fundamental values and the promotion of democracy, issues given strong prominence in the curriculum.
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Persson, Lise-Lotte. "Läroplanernas och geografiämnets förändring i skolan. : En studie av olika läroplansförändringar och geografiläraresupplevelser av dem." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35018.
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Den här rapporten tittar på innehållet i de läroplaner som funnits i den svenska grundskolan, från den första som kom 1962 till dagens som infördes 2011.Den behandlar också ämnet geografi, hur ämnets innehåll sett ut och förändrats över den här tiden samt intervjuer med verksamma lärare.Man kan se att läroplanerna inte förändras direkt mycket i sin allmänna del, men att kursplanen förändrats en hel del med förskjutning från kartografi och fokus på närmiljön till en mer teknisk undervisning med fokus på samspel mellan människa natur, vilket även framkommer i de svaren lärarna ger.This report looks at the content of the curricula that existed in the Swedish primary-schools. From the first one that came in 1962 to the present, introduced in 2011.It also handles the subject geography, how the content has been presented and changed over this period of time. I have also interviewed practicing teachers to see if there are any similarities.One can see that the curriculum has not changed much in its general part, but that the syllabus changed a lot with the shift from cartography and focus on the local environment to a more technical
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Vincent, Paul C. "Using cognitive measures to predict the achievement of students enrolled in an introductory course of geographic information systems." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3349.
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The cognitive factors of spatial ability, human-computer interaction, problem
solving ability, and geographic attitude have been recognized as relevant to teaching and
learning GIS. The goal of this research was to examine these cognitive abilities in
university students taking an introductory course in GIS; examine any changes in these
abilities after completing the class; and examine the relationship between those abilities
and the students grades in the class. It was hypothesized that students with higher
cognitive ability scores would have higher grades than students with lower cognitive
ability scores. Nine different self-report surveys were used to assess the studentsÂ
spatial, computer, problem solving, and geographic cognitive abilities. The surveys
were administered at the beginning and end of the two academic semesters. Analysis of
the students scores revealed a significant improvement on four of the nine cognitive
ability surveys; one that measured computer experience and three that measured spatial
ability. Bivariate correlations and multiple regression analyses were used to measure the
relationship between the students scores on the cognitive ability surveys and the
students grades. Students received grades on lecture exams, lab exercises, individual
projects, and an overall grade. Only two of the bivariate correlations were statistically
significant: the factors of geography attitude and learning style were significantly
correlated with the students project grade. Multiple regression analysis also revealed a
very weak relationship, explaining less than 20 percent of the variance between the
scores on the cognitive ability surveys and the students lecture grade, lab grade, and
overall grade. However, a much stronger relationship, explaining more than 45% of the
variance, existed between the cognitive ability surveys and the students project grade.
These findings suggest that cognitive processes utilized for traditional classroom
learning to pass lecture exams are different than those utilized to learn the software skills
necessary to complete a GIS project. Therefore, it was concluded that the cognitive
ability scores are poor predictors of grades related to traditional classroom learning such
as lecture exams; however, these scores are more useful as predictors of the grades on a
GIS project.
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Cowie, Trevor Leslie. "Environmental studies in the new Natal Education Department third and fourth phase geography syllabus, with particular reference to the standard ten syllabus : an evaluation." Thesis, 1988. http://hdl.handle.net/10413/6300.
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The primary aim of this study is to attempt to evaluate by means of a case-study, the appropriateness of fieldwork as a way of teaching the new ecology section of the high school geography syllabus viz. 'Ecosystems, Environmental Balance and Conservation'. The study shows the value and importance of fieldwork to develop in pupils an awareness of environmental issues and conservation principles. Evidence collected during the course of the case-study is used to evaluate the nature of fieldwork. The case-study which comprises this thesis concerns the ecological and environmental fieldwork undertaken by a randomly selected sample of 24 standard ten higher-grade pupils studying geography at Glenwood High School in Durban during August 1987. The case-study site was the Pigeon Valley natural area in Glenwood, Durban. The fieldwork undertaken used a field-research approach recommended for use by senior high school pupils. Various conclusions and recommendations arising out of ecological fieldwork and the case-study evaluation, are presented. These include:
1) Fieldwork is a particularly appropriate method to use to teach this new section of the syllabus, as shown by pupil enjoyment and pupil success in completing the fieldwork tasks set them in the exercise. 2) Two fieldwork methods should be used - a traditional fieldwork approach for junior high school classes and a field research approach (with a built-in problem/issue based component) for senior high school classes. 3) Fieldwork is important not only as a substitute for systematic teaching of the section but also for revision purposes. 4) Case-study evaluation and the use of triangulation
are appropriate for the purposes of this study. This study is presented as a contribution to geography teaching, in South Africa, particularly the area of
fieldwork, but the qualitative nature of the study and the very nature of case-study research, however, prevent totally conclusive results from being obtained.Thesis (M.Ed.)-University of Natal, Durban, 1988.
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Cowie, Trevor Leslie. "The role played by environmental education in the secondary school geography syllabus in a future South Africa." Thesis, 1997. http://hdl.handle.net/10413/6201.
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The primary aim of this study is to attempt to examine the role to be played by Environmental Education (E.E.) in the secondary school Geography syllabus in a future South Africa. At the present time and since the commencement of this study new interim syllabi have been formulated for Standard 2-7. Interim syllabi for Standards 8 - 10 have not been formulated and a decision has been made by the National Department of Education to continue using the existing syllabi until the year 2001 when the existing matriculation examination will fall away. It is the intention of the educational authorities to have all interim syllabi operational in the country's schools by 1996 at the latest with the first unified provincial education department examinations for Standard 10 to be written at the end of 1996. The process of formulating completely new curricula and syllabi for all subjects and standards has already begun. This process will be a lengthy one and could take up to 5 years or more to complete. This study should be seen as a contribution to the deliberations which must inevitably occur before completely new curricula and syllabi are formulated.
The qualitative nature of most of the study as well as the empirical study described in Chapter Eight allow for ideas and suggestions on the incorporation of E.E. in the new syllabus as well as pointers to be made on what should constitute the new syllabus. The ideas and suggestions forwarded have been based on a fairly extensive review of current
literature in the field as well as on the author's eighteen years of teaching and lecturing experience and membership of various educational committees involved in syllabus formulation. Besides a review of current literature in the fields of Geographical Education, E.E., Development Education, Sustainability, Education for Sustainable living and Syllabus
Formulation, chapters in this study will deal.with the current position of E.E. in South Africa as well as in the education system, the position of E.E. in the current secondary school Geography syllabi in South Africa, the position of E.E. in the current secondary school Geography Syllabi in a selected number of other countries, including a fairly detailed examination of the position in selected African countries. A background scenario is then
provided to the formulation of a new secondary school Geography syllabus in South Africa before a series of recommendations are forwarded on what should constitute a new syllabus. Empirical studies on the incorporation of E.E. into the Geography syllabus are examined to provide support for the contention of this study that much scope remains for the inclusion of more E.E. into a new syllabus. Such inclusion would of necessity include
elements of the concepts of development education and sustainability. Every attempt needs to be made to transform existing syllabi into something more relevant and meaningful to the pupils of today. Of necessity a process of 'Africanising' of the syllabus would be required
as part of the process of syllabus renewal so as to cater more appropriately for the needs of the majority of pupils who will be studying the subject. In addition every attempt must be made to achieve a phase three status for the new Syllabus as advocated by Graves (1981).
This study is presented as a contribution to education and more specifically to Geography teaching in South Africa. Every effort is made to provide a case for the study of Geography in the new curriculum which will emerge and to have E.E. as a central focus in the study of the subject. The Government's proposal to introduce an outcomes/competencies based curriculum and to shift emphasis away from the subject-based
curriculum presently in existence will obviously have ramifications for Geography as a subject as we know it at present. It is the contention of this study, however, that a place will have to be found, in some form, for the study of what we now label Geography in the present syllabus. The intention of this study was never to actually formulate a new syllabus
as such as this of necessity needs a lengthy process of dialogue and consultation between all interested stake-holders and role players. It is hoped, however, that some of the ideas contained in this study will be considered in the deliberations which take place. Finally, the dramatic political changes which have occurred in South Africa in recent years
have inevitably produced changes in the educational sphere. These changes may have
appeared to be a bit slow at first but have definitely recently picked up in intensity. This
study has been conducted during this period of change, beginning with the start of the study
in January 1992 through to the start of the original writing up of the study in January - April
1995. The changing scenarios have definitely not made it easy for the author but every
attempt has been made to represent the position as accurately as possible as it was as at the
end of April, 1995.Thesis (Ph.D.)-University of Natal, Durban, 1997.
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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.
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The Namibian curriculum is premised on the view that there is a need for a holistic development and
preparation of learners for a knowledge-based society. The draft National Environmental Education
policy, the basic education policy and curriculum development processes in Namibia devolved the
power and responsibility to implement environmental learning practice to schools.
This research focus on the extent to which schools coordinate environmental education (EE)
activities, educators’ perception of their environment, knowledge of EE processes, assessment
approaches, the out-door activities, learning support materials, community involvement and EE
school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place,
stakeholders should work actively and establish local supportive structures for EE in Schools”.
Educators are expected to deal with practical issues which create opportunities for learners to develop
environmentally responsive knowledge, skills and attitudes.
The research design is a mixed methods research approach, which includes aspects of the quantitative
and qualitative approach. The methodology involved data collection methods such as interviews with
educators and a local EE officer, focus group discussions with learners and a self-assessment
questionnaire for educators. The data was then analysed and interpreted in relation to a set of
theoretical perspectives.
The research concluded that educators have knowledge of factual information about environmental
learning topics such as population, biodiversity and environmental degradation. Educators have the
comprehension of indigenous knowledge and continuously assess learners. Educators however,
seldom communicated the way people’s cultural activities affect the environment and did not value
cultural practice and indigenous knowledge. Many educators did not use the local environments to do
practical activities with learners. Schools did not have EE school policy, rarely practised outdoor
activities and local communities are not involved school EE activities. Learners are knowledgeable of
their local environmental issues. Based on the finding of the research I came up with a list of
recommendations to guide the process of implementation of environmental learning at schools.(M. Ed. (Environmental Education))
Books on the topic "Geography Syllabus"
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University of Cambridge. Local Examinations Syndicate. Cambridge modular geography syllabus: Draft A level syllabus 9518 and AS syllabus 8558. [Cambridge]: Universitty of Cambridge, 1995.
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Council, Northern Ireland Schools Examinations and Assessment. GCSE geography: Draft syllabus including coursework memorandum. Belfast: NISEAC, 1992.
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Teaching history and historical geography of Bible lands: A syllabus. Jerusalem: Carta, 2010.
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Welsh Joint Education Committee. Advanced & advanced supplementary level geography: Approved by SCAA. : for revised syllabus - starting September 1995. [Cardiff]: Welsh Joint Education Committee, 1995.
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Fundamental place-name geography. 8th ed. Dubuque, IA: Wm. C. Brown Publishers, 1995.
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Fundamental place-name geography. 7th ed. Dubuque, IA: Wm. C. Brown Pub., 1992.
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Hobbs, Joseph J. Fundamentals of world regional Geography. 2nd ed. Belmont, CA: Brooks/Cole Cengage Learning, 2010.
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Hobbs, Joseph J. Fundamentals of world regional Geography. 2nd ed. Belmont, CA: Brooks/Cole Cengage Learning, 2010.
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Hobbs, Joseph J. Fundamentals of world regional Geography. 2nd ed. Belmont, CA: Brooks/Cole Cengage Learning, 2010.
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Fundamentals of world regional Geography. 2nd ed. Belmont, CA: Brooks/Cole Cengage Learning, 2010.
Find full textBook chapters on the topic "Geography Syllabus"
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"Example of a Syllabus: For Graduate 6000 Level Environmental Science and Geography Students." In GIS and Geocomputation for Water Resource Science and Engineering, 523–26. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118826171.oth2.
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"Example of a Syllabus: For Undergraduate 4000 Level Environmental Science and Geography Students." In GIS and Geocomputation for Water Resource Science and Engineering, 531–34. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118826171.oth4.
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Luisa de Lázaro y Torres, María, Rafael De Miguel González, and María Jesús González González. "Flipped Teaching." In Handbook of Research on Educational Design and Cloud Computing in Modern Classroom Settings, 342–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3053-4.ch016.
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The current methods of teaching and learning are changing. Emerging technologies that focus on maps, aerial images and the Internet offer Cloud-Based GIScience (Geographical Information Science) learning enhancing geography lectures and lessons in the twenty-first century. Two selected cases are presented focusing on world conflicts, the Spanish humanitarian action and peacekeeping missions in Africa, and the Spanish agrarian landscapes. These were utilized in the pre-service teacher training compulsory year, which provided initial training for future teachers on the Geography syllabus. The two topics presented demonstrate the utility of collecting information from different sources, using different technologies and methods, and combining flipped teaching, collaborative work and Cloud-Based GIScience learning in creating a final product: an interactive map on a particular topic that increased both teacher and student motivation. Students can learn how it is possible to take advantage of the Cloud-Based GIScience in terms of spatial thinking and digital competencies in Higher Education.
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Gimeno-Sanz, Ana. "LMOOCs: free, self-access language learning on a global scale." In Innovative language pedagogy report, 49–55. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.1235.
Full textAbstract:
What is it? Massive Open Online Language Courses, also commonly known as Language MOOCs or LMOOCs, are online courses offered for a limited period of time by higher education institutions worldwide for anybody wishing to learn a foreign language. The average duration of these courses is between four and six weeks, and approximately three to five weekly study hours are required. Because of their duration, LMOOCs often focus on specific aspects of the target language, e.g. academic writing, improving pronunciation, written communication for the workplace, preparation for specific language examinations, survival language skills, etc. There are also abundant introductory courses focusing on basic language performance. Enrolment is free but these courses are usually not eligible for credit; however, learners may purchase a certification, which is normally moderately priced. Enrolment is not restricted by age, qualifications, or geographic location, conditions that nurture their ‘massiveness’. MOOCs are delivered through online platforms which are based on the template approach to software authoring, that is, multimedia content is inserted into templates by materials writers. MOOCs that follow a course format are known as xMOOCs (x stands for eXtended). They include a syllabus and are organised according to a set schedule; moreover, learners usually have access to some instructor guidance. On occasions, after the first edition of the scheduled course, some LMOOCs are made available on a self-access basis. This means that learners are free to set their own pace and organise their study at will. The onus of learning is therefore on the student. Most MOOCs are based on micro-lessons delivered through short audio or video clips followed by exercises, activities, and reading material. Most LMOOCs also include assignments, tests, or quizzes that are either automatically assessed or peer-assessed by means of rubrics. Grading is also provided, and students can oversee their performance through an automatic scoring system.